I. Type - Preschool educational institution

Kindergarten;

Kindergarten of a general developmental type with the priority implementation of one or more areas of development of pupils (intellectual, artistic - aesthetic, physical, etc.);

Kindergarten of a compensating type with the priority implementation of a qualified correction of deviations in the physical and mental development of pupils;

Kindergarten of supervision and improvement with priority implementation of sanitary - hygienic, preventive and health-improving measures and procedures;

Kindergarten of a combined type (combined kindergarten may include general developmental, compensatory and recreational groups in various combinations);

Child Development Center - kindergarten with the implementation of physical and mental development, correction and rehabilitation of all pupils.

II. Type - Educational institution

Primary comprehensive school;

Basic comprehensive school;

Middle School of General education;

Secondary general education school with in-depth study of individual subjects (a specific subject (profile) can be indicated: chemistry, mathematics, physical and mathematical profile, humanitarian profile, etc.);

Gymnasium;

Evening (shift) general education school (including evening (shift) general education school at ITU and VTK); Education Center;

Open (shift) general education school;

Cadet school (a type of educational institution is additionally included in the letter of the Ministry of Education of Russia dated December 26, 1997 N 1611 / 14-12).

III. Type - Secondary school - boarding school

School - boarding school of primary general education;

Boarding school for basic general education;

School - boarding school of secondary (complete) general education;

School - boarding school of secondary (complete) general education with in-depth study of individual subjects;

Gymnasium - boarding school;

Lyceum - boarding school;

Sanatorium - forest school;

Sanatorium school - boarding school;

Cadet boarding school (the type of educational institution is additionally included in the letter of the Ministry of Education of Russia dated December 26, 1997 N 1611 / 14-12).

IV. Type - Educational institution for orphans and children left without parental care

Orphanage;

Orphanage - school;

Boarding school for orphans and children left without parental care;

Sanatorium orphanage;

Special (correctional) orphanage for orphans and children left without parental care, with developmental disabilities;

Special (correctional) boarding school for orphans and children left without parental care, with developmental disabilities.

V. Type - Special educational and educational institution for children and adolescents with deviant behavior

Special comprehensive school;

Special vocational - technical school;

Special (correctional) general education school for children and adolescents with developmental disabilities;

Special (correctional) vocational school for children and adolescents with developmental disabilities.

VI. Type - Educational institutions of primary vocational education

Vocational school (construction, sewing, rural, etc.);

Professional lyceum (technical, commercial, etc.); Training and course plant (point), training and production center, technical school (mining and mechanical, nautical, forestry, etc.), (evening (shift) vocational school).

VII. Type - educational institution for children of preschool and younger school age

(the type of educational institution is additionally included in the letter of the Ministry of Education of Russia dated November 3, 1997 N 1336 / 14-12)

Primary school - kindergarten;

Primary school - kindergarten of a compensating type;

Progymnasium.

(Kinds educational institutions are additionally included by the letter of the Ministry of Education of Russia dated November 3, 1997 N 1336 / 14-12)

VIII. Type - a special (correctional) educational institution for students, pupils with developmental disabilities

(the type of educational institution is additionally included in the letter of the Ministry of Education of Russia dated October 8, 1998 N 15 / 368-6)

Special (correctional) elementary school - kindergarten;

Special (correctional) general education school;

Special (correctional) general education boarding school.

(Types of educational institutions as amended by the letter of the Ministry of Education of Russia dated April 5, 2001 N 29 / 1488-6, - see the previous edition)

Note. The names of special (correctional) educational institutions may contain an indication of their type, depending on deviations in the development of students, pupils, indicated as follows:

"Type I" - in the names of institutions for the deaf;

"Type II" - in the names of institutions for the hearing impaired and late deaf;

"Type III" - in the names of institutions for the blind;

"Type IV" - in the names of institutions for the visually impaired and late blind;

"Type V" - in the names of institutions for those with severe speech disorders;

"Type VI" - in the names of institutions for those with disorders of the musculoskeletal system;

"Type VII" - in the names of institutions for those with mental retardation;

"VIII species" - in the names of institutions for the mentally retarded.

1. GENERAL CHARACTERISTICS OF EDUCATIONAL INSTITUTIONS

1.1. Choosing an educational institution: necessary information

The prestige of education in our country is steadily increasing every year. Most employers prefer to see qualified specialists with at least a secondary vocational education in the workplace. However, the actual receipt of quality education today is, one might say, a very problematic matter, and applies to almost all levels of education: from preschool to higher professional. The abundance of educational institutions and organizations, as well as the variety of educational programs they implement, often put a potential consumer of educational services in front of a difficult choice. According to statistics, the consumer is primarily concerned about two main questions: which educational institution to choose and what should be paid attention to when choosing an educational institution. Finding answers to these questions on your own can be difficult. The purpose of this manual is to provide consumers of educational services with qualified assistance in solving problems related to education and training.

IN this manual the concepts of "consumer" and " educational services» both in the context of civil legislation, and in the context of legislation on education, and in their direct relationship. The main criterion for distinguishing here are the norms of law as a special regulator of social relations. From the point of view of the legislation on education in "educational services" the concept of "educational" is emphasized, and from the point of view of civil law - the concept of "services".

For the consumer market, whose participants are connected by civil legal relations, the service provided, first of all, implies a paid basis, and consumers of services acquire a special status established by the Law of the Russian Federation "On Protection of Consumer Rights". Limiting factors matter here: firstly, the identity of the consumer (it can only be a citizen); secondly, the goal pursued by consumers when purchasing (ordering) services (it should not be related to the implementation of entrepreneurial activities); thirdly, the conditions under which these services are provided to consumers (only under a paid contract, i.e. for a fee).

In the field of education, the circle of consumers of educational services is not limited by the Law of the Russian Federation of February 7, 1992 No. 2300-1 "On the Protection of Consumer Rights" (hereinafter referred to as the Law of the Russian Federation "On the Protection of Consumer Rights"). It can be both individuals and legal entities. There are also no restrictive requirements for the purposes of acquiring educational services. The goals may be related to the satisfaction of citizens of their personal needs, or they are focused on the needs of legal entities in connection with their entrepreneurial or other activities. Educational services are purchased on different terms - on a paid or budgetary basis, therefore, it is necessary to distinguish between the concepts of free and paid education.

1.2. Types of educational institutions

IN Everyday life for the consumer, such words as “school”, “lyceum”, “gymnasium”, “institute”, “university” are sometimes combined in the general name “educational institution”, while the consumer usually does not think about the specific organizational and legal form of the educational structure . In fact, this is a completely correct idea, if we consider it from the point of view of the commonality of the goals of the listed educational institutions. However, not every educational institution occupies the same legal position in the current education system. In the name of educational organizations, in addition to the name itself (for example, , secondary school No. 12; gymnasium No. 58; "College of Management", "Saratov State Academy of Law"), reflecting a specific individualization and nature of activity, there are such abbreviations as GOU, MOU, NOU, etc. It is these abbreviations that are the basis for the name of any educational organizations, since they indicate their organizational and legal form, on which the conditions of further education partly depend. In this regard, before approaching the specific choice of an educational institution, it is necessary to learn how to determine the essence (meaning) of its name. Let's try to figure out what the concept of "organizational-legal form" includes.

Under legal form understood:

The method of securing and using property by an economic entity;

The legal status of an economic entity and the purpose of its activities.

Economic entities are any legal entities, as well as organizations that carry out their activities without education legal entity and individual entrepreneurs.

The ways of securing and using the property of an economic entity are determined either by the entity itself (if it is an individual entrepreneur) or by its founder (if the entity is a legal entity or an organization without the rights of a legal entity) in accordance with established legal norms. According to civil law, property can be assigned to an economic entity on the basis of the right of ownership, economic management, operational management, or on other legal grounds (for example, on a leasehold basis).

Legal status (legal status) of an economic entity – this is a legally fixed position of the subject in society, characterized and determined by the totality of rights and obligations, responsibilities and powers arising from legislative and other normative acts.

Based on the objectives of the activities carried out, economic entities that are legal entities are divided into:

For commercial organizations - organizations for which profit generation and the ability to distribute it among participants is the main goal of the activity;

Non-profit organizations are organizations whose main purpose is not to extract profit and distribute it among the participants, but to satisfy the intangible needs of citizens.

Legal entities that are commercial organizations, can be created in the form of business partnerships and companies, production cooperatives, state and municipal unitary enterprises.

Legal entities that are non-profit organizations, can be created in the form of consumer cooperatives, public or religious organizations(associations), institutions, charitable and other foundations, as well as in other forms provided by law (non-profit partnerships, autonomous non-profit organizations, etc.). Non-profit organizations can carry out entrepreneurial activities only in so far as it serves to achieve the goals and objectives for which they were created.

To the above, it should be added that legal entity is understood as an institution, enterprise or organization that has independent civil rights and obligations and is characterized by the following distinctive features:

organizational unity;

Ownership, economic management or operational management of separate property;

Independent property liability for its obligations;

Participation in civil circulation on its own behalf;

The presence of a settlement or other financial account in a bank, an independent balance sheet and estimates;

Participation in litigation as plaintiff and defendant.

Individual entrepreneurs individuals are recognized (citizens of the Russian Federation, Foreign citizens and stateless persons) registered in accordance with the established procedure and carrying out entrepreneurial activities without forming a legal entity. Individual entrepreneurs also include private notaries, private security guards, private detectives.

When it comes to educational institution of one kind or another, you need to know the following. The main goal of any educational organization is to satisfy the non-material needs of citizens, expressed in two main functions: education and training. In this regard, educational institutions can operate only as non-profit organizations. In most cases, educational organizations are created in the form of an institution .

federal law on Higher and Postgraduate Vocational Education of November 3, 2006 No. 175-FZ, amendments were made to the Law of the Russian Federation of July 10, 1992 No. 3266-1 "On Education" (hereinafter - the Law of the Russian Federation "On Education"), the Federal Law December 8, 1995 "On non-profit organizations", the Civil Code of the Russian Federation (hereinafter referred to as the Civil Code of the Russian Federation) and a number of other regulatory legal acts. In particular, in accordance with paragraph I, 2 Art. 120 of the Civil Code of the Russian Federation, institutions are now divided into the following types:

Private (created by citizens or legal entities);

State (created by the Russian Federation and (or) subjects of the Russian Federation);

Municipal (created by municipalities).

Under private institution is understood as a non-profit organization created by the owner (citizen or legal entity) to carry out managerial, socio-cultural or other functions of a non-profit nature (clause 1, article 9 of the Federal Law "On Non-Profit Organizations"). State And municipal institutions in turn, they can be budgetary or autonomous. The concept of a budgetary institution is not new; it was previously enshrined in paragraph 1 of Art. 161 of the Budget Code of the Russian Federation, however, the Federal Law of November 3, 2006 No. 175-FZ specified the content of this concept: state-owned enterprises and autonomous institutions endowed with state or municipal property on the basis of the right of operational management cannot be recognized as budgetary institutions. An autonomous institution is a non-profit organization established by the Russian Federation, a constituent entity of the Russian Federation or a municipality to perform work, provide services in order to exercise the powers of state authorities, the powers of bodies local government in the fields of science, education, healthcare, culture, social protection, employment, physical culture and sports (clause 1, article 2 of the Federal Law "On Autonomous Institutions").

To carry out their activities, educational institutions have the right to choose any other organizational and legal form, which is provided for by civil law for non-profit organizations.

Educational institution is a non-profit organization created with the aim of implementing an educational process aimed at educating and educating citizens through the implementation of established educational programs. The official definition of an educational institution is formulated in Art. 12 of the Law of the Russian Federation "On Education".

The type of an educational institution is determined depending on who is its founder. The founders of educational institutions can be:

State authorities of the Russian Federation (subjects of the Russian Federation), local governments;

Domestic and foreign organizations of any form of ownership, their associations (associations and unions);

Domestic and foreign public and private foundations;

Public and religious organizations (associations) registered on the territory of the Russian Federation;

Citizens of the Russian Federation and foreign citizens.

The composition of the founders of an educational institution may be limited in two cases. First, institutions implementing military professional programs can only be created by the Government of the Russian Federation. Secondly, special educational institutions of a closed type for children and adolescents with deviant (socially dangerous) behavior can only be created by the federal executive authorities of the Russian Federation and (or) subjects of the Russian Federation.

Currently, there are three main types of educational institutions:

State (federal or administered by a constituent entity of the Russian Federation);

Municipal;

Non-state (private; institutions of public and religious organizations (associations)).

Public authorities of the Russian Federation, subjects of the Russian Federation, or local self-government bodies may act as founders of state and municipal educational institutions. The property of state and municipal educational institutions (both budgetary and autonomous) is owned by a state authority of the Russian Federation (a constituent entity of the Russian Federation, a local self-government body). Financing of the activities of budgetary educational institutions is fully or partially carried out from the relevant budget or the state non-budgetary fund on the basis of an estimate of income and expenses. The amount of allocated funds is determined according to the funding standards, based on the calculation of the cost per pupil or student, as well as on a different basis. The owner of a budgetary educational institution exercises direct control over the use of funds in accordance with the established budget. In the name of budgetary educational institutions there are abbreviations GOU (state educational institution) or MOU (municipal educational institution).

The property that the owner allocates to a state or municipal educational institution is assigned to it on the basis of the right of operational management. Under operational management means the right to own, use and dispose of property for its intended purpose, within the limits established by law, in accordance with the goals of the activity and the tasks defined by the owner. Budgetary educational institutions are not entitled to alienate or otherwise dispose (sell, lease, pledge, etc.) the property assigned to it, as well as property acquired at the expense of funds allocated to it by the owner according to the estimate. However, if a budgetary educational institution is granted the right to carry out income-generating activities, then the income received from such activity, as well as the property acquired at the expense of these incomes, come to the independent disposal of the institution and are accounted for on a separate balance sheet.

The activities of budgetary state and municipal educational institutions are regulated by model regulations, which are approved by the Government of the Russian Federation. In accordance with these provisions, budgetary educational institutions develop their charters. Charter- this is one of the types of constituent documents on the basis of which a legal entity operates. The requirements for the charters of educational institutions are listed in Art. 13 of the Law of the Russian Federation "On Education".

Since the Federal Law of November 3, 2006 No. 175-FZ has been in force relatively recently, it is still too early to talk about the existence of autonomous educational institutions (as one of the possible types of state and municipal educational institutions). However, it is worth noting that autonomous institutions, despite a certain similarity with budget ones, have a number of some differences. Thus, in particular, the founder sets tasks for the autonomous institution in accordance with the main activity provided for by its charter. The autonomous institution carries out activities in accordance with these tasks and obligations to the insurer for compulsory social insurance, partially for a fee or free of charge. Financial support for the activities of autonomous institutions is carried out in the form of subventions and subsidies from the relevant budget of the budgetary system of the Russian Federation and other sources not prohibited by federal laws. The income of an autonomous institution shall be at its independent disposal and used by it to achieve the goals for which it was created, unless otherwise provided by law. Every year, an autonomous institution is obliged to publish reports on its activities and on the use of property assigned to it in the manner established by the Government of the Russian Federation and in the media determined by the founder of the autonomous institution. It is likely that autonomous educational institutions will appear in Russia in the near future.

Non-state educational institutions (NOU), as well as budget ones, they are non-profit organizations, and can be created in the organizational and legal forms that are provided for them by the civil legislation of the Russian Federation. The founders of non-state educational organizations, as a rule, are state higher educational institutions (for example, universities and academies), as well as institutions of public and religious organizations (associations) and individuals. In most cases, non-state educational organizations are created in the form of private institutions (NOE), however, in recent years, such an organizational form as an autonomous non-profit organization (ANO) has also become widespread. Education in NEI and ANO, as a rule, is carried out on a paid basis. The right of non-state educational institutions to charge students and pupils for educational services (including for training within state educational standards) is enshrined in paragraph 1 of Art. 46 of the Law of the Russian Federation "On Education". The paid educational activities of the NOU are not considered entrepreneurial if the income received from it is fully used to reimburse the costs of providing the educational process (including wages), its development and improvement in this educational institution.

Like budgetary educational institutions, NEIs and ANOs carry out their activities on the basis of charters. Standard provisions, which are mandatory for public educational institutions and MOUs, serve as exemplary ones for non-state educational institutions. Unlike budgetary institutions, non-state educational organizations can be owners of property in accordance with the legislation of the Russian Federation (clause 5, article 39 of the Law of the Russian Federation "On Education"). However, the issue of ownership of the NOU property causes conflicting opinions that arise in connection with the application of the norms of paragraph 2 of Art. 48 of the Civil Code of the Russian Federation. This part of the Code states that the founders have the right of ownership to the property of the institution, therefore, a non-state educational organization established in the form of an institution cannot own this property on the basis of the right of ownership. It seems that the norms of the Civil Code of the Russian Federation in this case take precedence over the norms of the Law of the Russian Federation "On Education", since in paragraph 5 of Art. 39 of this Law contains a reference to compliance with the legislation of the Russian Federation. The property transferred to the ANO by its founders (founder), unlike the institution, is the property of an autonomous non-profit organization. The founders of an autonomous non-profit organization do not retain rights to the property that they transfer into ownership (clause 1, article 10 of the Federal Law "On Non-Profit Organizations").

Educational institutions, being non-profit organizations, have the right to carry out entrepreneurial and other income-generating activities, but only in cases provided for by applicable law. At the same time, all types of activities carried out by educational institutions must be reflected in their charters. Thus, in particular, educational institutions have the right to:

Trade in purchased goods, equipment;

Provision of intermediary services;

Equity participation in the activities of other institutions (including educational ones) and organizations;

Acquisition of shares, bonds, other securities and receipt of income (dividends, interest) on them;

Conducting income-generating other non-sales operations that are not directly related to own production of products, works, services provided for by the charter and with their implementation;

Renting out property.

Educational institutions have the right to open branches (branches or other structural units), which can fully or partially exercise the powers of a legal entity, i.e. also lead the educational process. Branches act on behalf of the institution that created them (since they are not legal entities), act on the basis of the charter of the educational institution and the regulations on the branch, and their heads - on the basis of a power of attorney issued by the parent educational institution. A specific list of branches, departments, other structural units must be indicated in the charter of the educational institution.

1.3. Types of educational institutions

The type of educational institution is determined in accordance with the level and focus of the educational programs it implements. Today we can talk about the existence of the following types of educational institutions:

preschool;

General education (primary general, basic general, secondary (complete) general education);

Primary vocational education;

Secondary vocational education;

Higher professional education;

Postgraduate professional education;

Additional adult education;

For orphans and children left without parental care (legal representatives);

Special (correctional) (for students, pupils with developmental disabilities);

Other institutions carrying out the educational process.

The first five types of educational institutions are the main and most common, in this regard, we will briefly consider some of their features.

Preschool educational institutions (DOE) - is a type of educational institution that implements general education programs preschool education different orientation. The main tasks of preschool educational institutions are: ensuring the upbringing and early education of children; ensuring the protection and strengthening of the physical and mental health of children; ensuring the development of individual abilities of children; implementation of the necessary correction of deviations in the development of children; interaction with the family to ensure the full development of the child.

Traditionally, preschool educational institutions meet the needs of children aged 3-7 years. The nursery-garden is intended for visiting by children of 1-3 years old, and in some cases - from 2 months to a year. Preschool educational institutions, in accordance with their focus, are divided into five main types

Kindergarten of a general developmental type- with the priority implementation of one or more areas of development of pupils (intellectual, artistic and aesthetic, physical, etc.).

Kindergartens and kindergartens of a general developmental type are traditional preschool educational institutions in which the main programs of preschool education are implemented in accordance with the established state standards. The main goal of the implementation of these educational programs is the intellectual, artistic, aesthetic, moral and physical development of young children. Depending on the capabilities of a particular preschool institution (material and technical equipment, educational and pedagogical staff, etc.), they can carry out not only traditional educational programs of upbringing and education, but also some other priority educational directions(training in drawing, music, choreography, language skills, foreign languages).

Compensatory Kindergarten- with the priority implementation of qualified correction of deviations in the physical and mental development of pupils.

Kindergartens of this type are specialized and are created for children with various disabilities in physical and (or) mental development (including deaf, hard of hearing and late deaf, blind, visually impaired and late blind children, children with severe speech disorders, with disorders of the musculoskeletal apparatus, with mental retardation, for mentally retarded and other children with developmental disabilities). Children with developmental disabilities can also be admitted to preschool educational institutions of any other type, provided there are conditions for corrective work. At the same time, admission is carried out only with the consent of the parents (legal representatives) at the conclusion of the psychological-pedagogical and medical-pedagogical commissions. Educational programs, methods (technologies) of education, correction and treatment in preschool educational institutions of this type are developed taking into account the specific specifics of the deviations in children. The material and technical equipment of such kindergartens is somewhat different from the usual ones, since these children need special care. For children, physiotherapy, massage, speech therapy and other rooms are being created; pools; phytobars and dietary canteens; special devices and equipment in groups, etc. The number of correctional groups and their occupancy in kindergartens of both compensatory and ordinary types are determined by the charter of the preschool educational institution, depending on the sanitary standards and conditions necessary for the implementation of the process of education, training and correction. As a rule, the maximum occupancy of the group (depending on the specific type) should not exceed 6-15 people.

Kindergarten supervision and rehabilitation- with the priority implementation of sanitary-hygienic, preventive and health-improving measures and procedures.

Such kindergartens are mainly designed for children under the age of three. The main attention is paid to sanitary and hygienic conditions, prevention and prevention of children's diseases. Health-improving and strengthening and basic educational and training activities are carried out.

Kindergarten of combined type. Children's educational institutions of this type may include general education, compensatory and recreational groups in various combinations.

Child Development Center- a kindergarten with the implementation of physical and mental development, correction and rehabilitation of all pupils.

In child development centers, the focus is on an individual approach to each child. Priority directions are the intellectual and artistic and aesthetic development of children: the development of personality motivation for knowledge and creativity; strengthening health and meeting the needs of children in physical education and sports. To implement the educational process and promote health in real educational institutions, gaming, sports and recreation complexes are being created; pools; computer classes. Art studios, children's theaters, various circles, sections can be organized - and all this within the framework of one child development center. In addition to educators, psychologists, speech therapists, and other specialists work with children. In such an institution, the child can stay both the whole day and a certain number of hours (attend any separate classes) - at the discretion of the parents.

Most kindergartens are municipal and/or state educational institutions. However, in recent years, many private (non-state) preschool educational institutions have appeared.

If parents believe that the standard set of offered educational services is sufficient for the child, as well as in the case of a difficult material family or for other reasons (for example, the choice of a preschool educational institution is limited), then it makes sense to place the child in a state or municipal preschool institution. The procedure for staffing a preschool educational institution is determined by the founder. In budgetary preschool educational institutions, children of working single parents, mothers of students, disabled people of groups I and II are accepted first of all; children from large families; children under guardianship; children whose parents (one of the parents) are in military service; children of the unemployed and forced migrants, students. The number of groups in such preschool educational institutions is determined by the founder based on their maximum occupancy, adopted when calculating the budget funding standard. As a rule, groups (depending on the type of group) should not contain more than 8-20 children.

In the case when parents have money and place increased demands on the organization of the educational and recreational process in kindergarten and an individual approach to the child, it is worth choosing a non-state (private) preschool institution. Such preschools have at their disposal swimming pools, sometimes saunas, large playrooms, expensive educational and playful material, superior sleeping rooms, the highest quality and extremely varied diet, as well as other benefits, the provision of which, of course, requires significant material costs. . The size of the groups usually does not exceed 10 people, and the ongoing educational programs are focused on more in-depth and varied education of children.

However, all the amenities listed above, as well as additional educational and educational programs, can currently be offered on a paid basis by state and municipal preschool institutions that have the right to provide additional paid educational and other services, subject to their licensing. As for the process of upbringing and education, in almost any preschool institution, the main comprehensive educational program established by law is taken as the basis. There are a lot of preschool educational programs and technologies at present, these are the programs: "Origins", "Rainbow", "Childhood", "Development", "Kindergarten-House of Joy", "Golden Key" and others. All of them are focused on proper provision of upbringing and early education of children, development of their individual characteristics. Thus, it is not at all necessary to look for a private kindergarten, but you can use the services provided by a state or municipal preschool educational institution for an additional fee. In any case, when choosing a preschool institution, one should take care of the interests of the child, taking into account his wishes, and not about satisfying his own ambitions in the prestige of the educational level provided to him. Those parents who prefer to raise and educate the child at home (personally or with the help of tutors who come teachers), you should seriously think about how correctly they act when making such a decision .. So that in the future, when adapting such a child to school life, there were no problems, at least a short visit to the kindergarten is recommended. After all, it is in a preschool institution that a child acquires communication skills with peers, learns to navigate in a group, and compare collective interests with his own. All this happens under the direct supervision of educators and teachers. No matter how high-quality home education is, it cannot fully give everything that a child could receive by attending kindergarten.

In addition to the actual preschool educational institutions, there are educational institutions for children of preschool and primary school age. In such institutions, both general educational programs of preschool education and programs of primary general education are implemented. Such educational institutions are created for children from 3 to 10 years of age, and in exceptional cases - from an earlier age. It can be:

Kindergarten - primary school;

Kindergarten of a compensating type (with the implementation of a qualified correction of deviations in the physical and mental development of pupils and students) - elementary school;

Progymnasium (with the priority implementation of one or several areas of development of pupils and students (intellectual, artistic and aesthetic, physical, etc.)). In pre-gymnasiums, children are prepared for entering the gymnasium

General educational institutions Depending on the levels of educational programs being implemented, they are divided into the following types.

Primary school– R It implements a general education program of primary general education (the normative term for mastering is 4 years). Primary school is the first (initial) stage of school education, where children acquire basic (fundamental) knowledge for further education - obtaining basic general education. The main tasks of institutions of primary general education are the upbringing and development of students, their mastery of reading, writing, counting, the basic skills of educational activities, elements theoretical thinking, the simplest self-control skills, a culture of behavior and speech, the basics of personal hygiene and healthy lifestyle life.

At present, the primary general education school is represented by three main state education systems: the traditional, developmental education system of L. V. Zankov and the developmental education system of D. B. Elkonin - V. V. Davydov. In educational institutions of the initial level, such experimental programs as Harmony, Primary School of the 21st Century, Perspektiva, School of Russia, etc. are being implemented. All of them are aimed at in-depth study subjects and enhanced intellectual and moral development of students.

Basic comprehensive school– implements general educational programs of basic general education (the standard term for mastering is 5 years - the second (main) stage of general education). The tasks of basic general education are to create conditions for the upbringing, formation and formation of the personality of the student, for the development of his inclinations, interests and ability for social self-determination. Basic general education is the basis for obtaining secondary (complete) general education, primary and secondary vocational education. Primary general education programs may be implemented in the basic general education school.

middle School of General education . - implements general educational programs of secondary (complete) general education (the standard term for mastering is 2 years - the third (senior) stage of general education). The tasks of secondary (complete) general education are the development of interest in knowledge and creativity student, the formation of skills of independent learning activities based on the differentiation of learning. Secondary (complete) general education is the basis for obtaining primary vocational, secondary vocational (according to reduced accelerated programs) and higher vocational education.

In accordance with the Concept for the Modernization of Russian Education for the Period up to 2010, approved by Decree of the Government of the Russian Federation of December 29, 2001 No. 1756-r, the third stage of a general education school provides for specialized education, implemented through the creation of specialized schools. Profile training- this is a means of differentiation and individualization of education, which allows, due to changes in the structure, content and organization of the educational process, to take into account the interests, inclinations and abilities of students to the fullest extent, create conditions for teaching high school students in accordance with their professional interests and intentions in relation to continuing education. Profile training is aimed at the implementation of a student-centered educational process and the socialization of students, including taking into account the real needs of the labor market. Profile school- this is the main institutional form of realization of the goal of specialized education. In the future, other forms of organizing specialized education are envisaged, including those that lead the implementation of relevant educational standards and programs beyond the walls of a separate general education institution. For the most effective implementation of the process of profile education, direct contact of the profile school with institutions of primary, secondary and higher professional education is envisaged.

The preliminary stage for the introduction of profile education is the beginning of the transition to pre-profile education in the last (9th) grade of the main stage of general education.

In secondary general education schools, educational programs of primary general and basic general education can also be implemented.

Secondary school with in-depth study of individual subjects- implements general educational programs of secondary (complete) general education, providing additional (in-depth) training of students in one or more subjects. Can implement educational programs of primary general and basic general education. The main task of such schools (sometimes they are called special schools) is teaching (in addition to the main educational subjects) within the framework of a narrow specialization in a particular subject (subjects). This significantly distinguishes special schools from gymnasiums and lyceums, which offer a wide range of additional academic disciplines. For the most part, these are sports special schools, schools with in-depth study foreign languages and physical and mathematical schools.

Gymnasium- general educational programs of basic general and secondary (complete) general education are being implemented, providing additional (in-depth) training of students, as a rule, in humanitarian subjects. Significant attention is paid to the study of foreign languages, cultural and philosophical disciplines. Gymnasiums can implement general educational programs of primary general education. In most cases, children with increased motivation for learning study in gymnasiums. Gymnasium classes can also be organized in ordinary general education schools.

Lyceum- an educational institution that implements general educational programs of basic general and secondary (complete) general education. In lyceums, an in-depth study of a group of subjects in a specific profile (technical, natural science, aesthetics, physics and mathematics, etc.) is organized. Lyceums, like gymnasiums, can implement general education programs of primary general education. Lyceums are designed to create optimal conditions for the moral, aesthetic, physical development of students with established interests in choosing a profession and further education. Lyceums widely practice individualized curricula and plans. Lyceums can be created as independent educational institutions, or they can function as lyceum classes of ordinary general education schools, cooperating with higher educational institutions and industrial enterprises. Currently, some lyceums have the status of experimental educational institutions with author's models and teaching technologies.

Institutions of primary vocational education. More recently, in our country, negligent students were frightened: “If you study poorly, if you don’t take up your mind, you will go to vocational school!” At the same time, this "horror story" was more than real. After graduating from elementary school, teenagers from dysfunctional families(underachievers and others like them) “went” straight to vocational technical schools (vocational schools), where they were instilled with labor skills and tried to raise “pedagogically neglected” children as worthy citizens of our society. Since school graduates often received a "ticket" to vocational schools, not of their own free will, they studied through the sleeves - only a small part of vocational school students after graduating from college found a job in their specialty. Because of this, these educational institutions did not have the best reputation, and the percentage of vocational school graduates retained in the workplace barely exceeded 50%. However, time does not stand still, and, as statistics show, at present the percentage of employment in working specialties of this group of young people is approaching 80%. And given that unemployment in Russia is still very high, then it is worth considering what is better: higher education from scratch (immediately after high school) and the possible status of the unemployed upon completion of studies at the university or a diploma of a vocational school graduate, guaranteed earnings, work experience and the possibility of further education? Working specialties have always been needed, and today, when a significant part of the younger generation dreams of becoming businessmen and managers, looking for easy ways to earn money, the need for qualified workers is only increasing.

The main goal of primary vocational education institutions is to train qualified workers (workers and employees) in all major areas of social useful activity on the basis of basic general and secondary (complete) general education. It should be noted that such a formulation of the main goal of primary vocational education is somewhat outdated. At present, it can be formulated in a new way - the maximum satisfaction of the needs of all sectors of the domestic economy by qualified professional workers and specialists.

Initial vocational education is a good start for continuing education in the chosen specialty or obtaining a new one with the already existing baggage of professional knowledge and practical labor skills.

Primary vocational education institutions include:

Professional institute;

Professional Lyceum;

Training and course combine (point);

Training and production center;

Technical School;

Evening (shift) school.

Vocational schools(construction, sewing, electrical, communications, etc.) - the main type of primary vocational education institution, which provides the most massive training of qualified professional workers and specialists. The normative terms of training are 2-3 years (depending on the level of education upon admission, the chosen specialty, profession). On the basis of vocational schools, innovative methods can be developed and implemented in the field of primary vocational education in the relevant profile of training qualified personnel, providing a high level of vocational education and training, satisfying the needs of the individual and production.

Professional lyceums(technical, construction, commercial, etc.) is a center of continuing professional education, which, as a rule, provides intersectoral and interregional training of qualified specialists and workers in complex, science-intensive professions. In professional lyceums you can get not only a specific profession advanced level qualifications and complete secondary (complete) general education, but also in some cases acquire secondary vocational education. This type the institution is a kind of support center for the development of primary vocational education, on the basis of which scientific research can be carried out to improve the content of the educational process, educational and program documentation, which ensure the training of competitive personnel in the conditions of market relations.

Training course complex (point), training and production center, technical school(mining and mechanical, nautical, forestry, etc.), evening (shift) school carry out the implementation of educational programs for retraining, advanced training of workers and specialists, as well as training workers and specialists of the appropriate skill level in an accelerated form of training.

In addition to the fact that education in budgetary (state and municipal) institutions of primary vocational education is free, their students are guaranteed scholarships, places in dormitories, preferential or free meals, as well as other types of benefits and material assistance in accordance with the competence of the educational institution and current regulations. .

Educational institutions of secondary vocational education (secondary specialized educational institutions). The main goals and objectives of the activities of educational institutions of secondary vocational education are:

Training of mid-level specialists on the basis of basic general, secondary (complete) general or primary vocational education;

Satisfying the needs of the labor market (taking into account the industry needs of the economic sector) in specialists with secondary vocational education;

In the presence of an appropriate license, educational institutions of secondary vocational education may implement educational programs of primary vocational education and additional professional educational programs of secondary vocational and primary vocational education.

Secondary specialized educational institutions include a technical school and a college.

Technical school (school)(agricultural, hydro-reclamation technical school; river, pedagogical school, etc.) - implements the main professional educational programs of secondary vocational education at the basic level.

College(medical, economic, etc.) - implements the main professional educational programs of secondary vocational education of basic and advanced levels.

In technical schools and colleges professional training a more complex level than in institutions of primary vocational education, and, accordingly, it is much more difficult to enter them. The main professional educational programs of secondary vocational education can be mastered in various forms of education, differing in the volume of classroom studies and the organization of the educational process: full-time, part-time (evening), correspondence forms or in the form of an external student. A combination of different forms of education is allowed. The normative terms of training in educational programs of secondary vocational education are established by the state educational standard of secondary vocational education. As a rule, training lasts 3-4 years. If necessary, the terms of study for specific educational programs of secondary vocational education can be increased in comparison with the standard terms of study. The decision to increase the duration of training is made by the state authority or local government in charge of the secondary specialized educational institution. For persons with initial vocational education of the appropriate profile, secondary vocational or higher vocational education, or another sufficient level of previous training and (or) abilities, training is allowed under reduced or accelerated educational programs of secondary vocational education, the procedure for the implementation of which is established by the federal education authority.

A large number of graduates of educational institutions of secondary vocational education receive a sufficiently high theoretical level of knowledge, skills and abilities, which allows them to work in their specialty for several years without receiving higher professional education. In some cases, a diploma of secondary specialized education gives the right to receive higher professional education (as a rule, in the same specialty, but at a higher level) in a shorter period (up to three years). Middle students professional institutions can combine work with education, and, if education of this level is acquired for the first time, and the educational institution has state accreditation, enjoy the benefits established by the labor legislation of the Russian Federation (study leave, free travel to the place of study, etc.).

By the way, this rule also applies to students of educational institutions of primary vocational education. Full-time students who receive secondary vocational education at the expense of budgetary funds are provided with scholarships in the prescribed manner. A secondary specialized educational institution, within the limits of available budgetary and extrabudgetary funds, independently, in accordance with the legislation of the Russian Federation, develops and implements measures of social support for students, including establishing scholarships and other social benefits and benefits depending on their financial situation and academic success. For success in the development of educational programs, in experimental design and other work, various forms of moral and material incentives are established for students. Students in need of living space are provided with places in a hostel if there is an appropriate housing stock of a secondary specialized educational institution.

Educational institutions of higher professional education (higher educational institutions). It makes no sense to talk specifically about the priority of higher education, since it was, is and always will be. The development of a market economy, scientific and technological progress dictate new requirements, which cannot be met without a high level of education. In recent years, it has become the norm to have two or more higher educations.

The problem of obtaining a higher education is solvable, the only question is its quality. Of course, you can buy a diploma of graduation from a particular university, such services, unfortunately, take place now, but it is impossible to acquire true knowledge for a fee without the due desire of the student himself and the corresponding efforts of a higher educational institution.

The goals and objectives of educational institutions of higher professional education are:

Training and retraining of specialists of the appropriate level on the basis of secondary (complete) general, secondary vocational education;

Meeting the needs of the state in qualified specialists with higher education and scientific and pedagogical personnel of the highest qualification;

Training, retraining and advanced training of specialists and managers;

Organization and conduct of fundamental and applied scientific research and other scientific and technical, experimental design work, including on educational issues;

Satisfying the needs of the individual in deepening and expanding education.

In accordance with the legislation of the Russian Federation on education, the following types of higher educational institutions are established: institute, university, academy . These higher educational institutions (each in accordance with its own specifics) implement educational programs of higher professional education; educational programs of postgraduate professional education; carry out training, retraining and (or) advanced training of employees for a certain area of ​​professional, scientific and scientific-pedagogical activity. On the base universities And academies university and academic complexes may be created that unite educational institutions that implement educational programs at various levels, other institutions and non-profit organizations or structural divisions separated from them. Higher educational institutions of any kind (including their branches) may implement educational programs of primary general, basic general, secondary (complete) general, primary and secondary vocational education, as well as additional vocational education if they have the appropriate license.

1.4. Requirements for educational institutions

State registration and licensing. In order to start carrying out its activities, any educational organization must, first of all, obtain the status of a legal entity. This status arises from the moment of state registration and is confirmed by a certificate of state registration as a legal entity. State registration of legal entities - this is an act of the authorized federal executive body, carried out by entering into the Unified State Register of Legal Entities information on the creation, reorganization and liquidation of legal entities, as well as other necessary information about legal entities.

The procedure for registration of legal entities is established by the Federal Law of August 8, 2001 No. 129-FZ “On State Registration of Legal Entities and Individual Entrepreneurs”. The authorized body, within the time limits established by this law, registers an educational institution, of which it notifies the applicant, financial authorities and the relevant state education authority in writing. The certificate of state registration indicates:

Full and abbreviated name of the legal entity (indicating the legal form);

Main state registration number;

Date of registration;

Name of the registering authority.

From the moment of state registration as a legal entity, an educational institution has the right to carry out financial and economic activities provided for by its charter and aimed at preparing the educational process.

State registration is only the first step on the way of an educational institution to the implementation of its main goal of activity - the implementation of the educational and educational process. The right to educational activities arises only from the moment of obtaining the appropriate license.

Licensing of an educational institution conducted in accordance with the Regulations on Licensing educational activities, approved by the Decree of the Government of the Russian Federation of October 18, 2000 No. 796). According to paragraph 1 of this Regulation, the activities of educational institutions implementing programs are subject to licensing:

preschool education;

General (primary, basic, secondary (complete) education);

Additional education of children;

professional training;

Professional (primary, secondary, higher, postgraduate, additional) education (including military professional education).

The license is also required for scientific organizations and educational departments of organizations involved in vocational training.

Without a license, educational institutions have the right to provide educational services that are not accompanied by final certification and the issuance of documents on education and (or) qualifications. These services include: one-time lectures; internships; seminars and some other types of training. Licensing is not subject to individual labor pedagogical activity, including in the field of vocational training.

A license for the right to carry out educational activities is issued by the authorized executive body, based on the conclusion of the expert commission. Licenses for the right to conduct educational activities to educational institutions of religious organizations (associations) are issued on the proposal of the leadership of the relevant denomination. The expert commission is created by the authorized executive body, at the request of the founder, and carries out its work within a month. An examination is necessary in order to determine the compliance of the conditions for the implementation of the educational process with established state and local requirements and regulations (for example, sanitary and hygienic standards; conditions for protecting the health of students, pupils and employees and other requirements). The subject of licensing expertise is not: the content, organization and methods of the educational process.

The license issued to an educational institution must indicate:

Name of the authority that issued the license;

Registration number of the license and the date of the decision to issue it;

Name (indicating the legal form) and location of the licensee;

taxpayer identification number (TIN);

The term of the license.

The license must necessarily contain an application where such data are recorded as:

The list of educational programs, directions and specialties of training, for which the right to conduct educational activities is granted, their level (steps) and focus, standard terms of development;

A qualification that will be awarded upon completion of education to graduates by an educational institution that has a certificate of state accreditation;

Control standards and the maximum number of students, pupils, calculated in relation to the standards of full-time education.

It should be remembered that in the absence of such an application, the license is invalidated.

Certification and state accreditation. With the receipt of a license, the second stage of the legislative registration of educational activities is completed. The next steps are certification and state accreditation of the educational institution. Under attestation the form of state-public control over the quality of education in educational institutions is understood. Certification is carried out in order to establish the compliance of the content, level and quality of graduate training with the requirements of state educational standards. The unified procedure for attestation and state accreditation of educational institutions (of all kinds and types) is determined by the Law of the Russian Federation "On Education", as well as the Regulation on the procedure for attestation and state accreditation of educational institutions, approved by order of the Ministry of Education of the Russian Federation dated May 22, 1998 No. 1327. Certification is carried out according to the application of the educational institution by the state attestation commission, as a rule, once every five years. The first attestation of a newly created educational institution is carried out after the first graduation of students, but not earlier than three years from the moment the educational institution receives the appropriate license. The condition for certification of an educational institution issuing a certificate of education is the positive results of the final certification of at least half of the graduates of the educational institution for three consecutive years. Certification of preschool educational institutions, educational institutions for orphans and children left without parental care (legal representatives), special (correctional) educational institutions for students, pupils with developmental disabilities, institutions of additional education, as well as newly created experimental educational institutions is carried out by the relevant state educational authority in the manner prescribed by the model regulations on these educational institutions. The form and procedure for certification, as well as certification technologies and certification criteria are determined by the certification body. A positive conclusion on attestation is a condition for an educational institution to receive state accreditation.

In order for an educational institution to have the right to issue state-recognized documents on the appropriate level of education to its graduates, as well as to use a seal depicting the State Emblem of the Russian Federation, it is necessary to go through the state accreditation procedure and obtain an appropriate certificate. State accreditation of an educational institution- this is a procedure for recognition by the state in the person of its state educational authorities state status of an educational institution(type, type, category of educational institution, determined in accordance with the level and focus of educational programs being implemented). State accreditation of educational institutions is carried out by authorized executive bodies on the basis of an application from an educational institution and a conclusion on its certification.

State accreditation of an educational institution is the final, most important stage on the way to official consolidation and recognition of educational activities. The certificate of state accreditation of an educational institution confirms its state status, the level of educational programs being implemented, the compliance of the content and quality of training of graduates with the requirements of state educational standards, the right to issue state documents to graduates on the appropriate level of education. The certificate of state accreditation issued to preschool educational institutions and institutions of additional education for children confirms the state status of the relevant educational institution, the level of educational programs it implements, and the category of this educational institution. Educational institutions can receive public accreditation in various Russian, foreign and international public educational, scientific and industrial structures. Such accreditation does not entail additional financial obligations on the part of the state.

The certificate of state accreditation shall indicate:

Name of the authority that issued the certificate;

Registration number of the certificate;

Date of issue of the certificate;

Full name (indicating the legal form);

Type and type of educational institution;

Location (legal address) of the educational institution;

The validity period of the certificate itself.

The certificate of state accreditation must have an annex (without which it is invalid), which indicates:

Accredited educational programs (basic and additional) of all levels of education implemented by an educational institution;

Validity period of state accreditation for each implemented educational program;

Qualifications (degrees) that will be awarded to graduates of an educational institution;

Names and location of branches (departments) (if any);

List of accredited programs implemented in each branch (department).

Branches (departments) of educational institutions must also undergo licensing, attestation and state accreditation procedures in general order established for educational institutions by the Law of the Russian Federation "On Education". Branches (departments) undergo attestation and licensing independently (with obtaining a separate license). State accreditation of branches (departments) is carried out as part of the basic educational institution. Branches of an educational institution that implements the educational program (educational programs) in full through distance learning technologies (with the exception of some classes) in these branches have the right to undergo certification and state accreditation as part of the educational institution, of which they are separate structural divisions.

Familiarization of the consumer with the charter (regulations) of an educational institution, a license for the right to conduct educational activities, with a certificate of state accreditation and other documents confirming the status of the institution and regulating the organization of the educational process is legal consumer right.

In practice, the question often arises whether the procedures for licensing, attestation and state accreditation are mandatory for organizations engaged in educational activities.

Obtaining a license for the right to carry out educational activities, as already discussed above, is mandatory if an educational institution provides services accompanied by final certification and the issuance of documents on education and (or) qualifications. An organization carrying out educational activities without a license may be held administratively liable under Part 1 of Art. 19.20 of the Code of Administrative Offenses of the Russian Federation (hereinafter referred to as the Code of Administrative Offenses of the Russian Federation) “Carrying out activities not related to making a profit without special permission (license), if such permission (such license) is mandatory (mandatory)”). This offense entails the imposition of an administrative fine on the educational institution in the amount of 100 to 200 times the minimum wage (minimum wage).

State accreditation and certification are not mandatory, but their absence deprives the educational institution and persons intending to receive (receive) education in an unaccredited institution, a number of very significant opportunities:

The right to issue state-recognised education documents to their graduates;

The right to use a seal depicting the State Emblem of the Russian Federation;

The right to enter (transfer) to study at accredited universities without passing their preliminary certification in the form of an external student at an accredited university;

The rights of citizens who combine work with education (applicants or students) and receive secondary and (or) higher professional education for the first time in non-accredited educational institutions, to the guarantees and compensation provided for them by the Labor Code of the Russian Federation (this condition also applies to citizens studying in evening (replaceable) educational institutions that have not passed state accreditation);

Grounds for granting a deferment for conscription military service according to par. 1 sub. "a" paragraph 2 of Art. 24 of the Federal Law of March 28, 1998 No. 53-FZ "On military duty and military service."

State accreditation and certification of an educational institution is not only a fixed state status, it is a confirmation of the level, content and quality of educational programs to the requirements of state educational standards. Do you want to receive quality education, benefits, guarantees and compensations established by the legislation of the Russian Federation? Pay attention to whether the educational institution has documents confirming that it has passed state accreditation and attestation. At the same time, familiarize yourself not only with the certificate of state accreditation, but also with its application, because it determines the list of accredited educational programs and qualifications (degrees) that will be awarded upon graduation from the educational institution. And in no case do not fall for the trick of non-state educational organizations, motivating their lack of state accreditation and attestation by referring to their organizational and legal form.

There are a number of factors to consider when choosing an educational institution.

Firstly, remember that the relationship between a preschool educational institution (regardless of its type) and parents (legal representatives) is governed by an agreement between them, which cannot limit the rights of the parties established by law.

Secondly When choosing a kindergarten or school for your child, as well as a vocational education institution, be aware that the prestige of education and its quality are not identical concepts. The high cost of educational services does not guarantee high quality, and the prestige of an educational organization can only be a well-planned and successfully carried out year after year advertising campaign.

Third When deciding on the choice of an elementary school for your child, it is useful to ask what kind of teacher will carry out the process of education and training, as well as to find out about his professional level, teaching experience, personal qualities, age (this also matters!). There is no need to think that the desire to be informed will be considered immodest and (or) excessive curiosity - this is a normal phenomenon, because the success of the child's education, his adaptation to school largely depends on the personality of the teacher, his professionalism, ability to find an individual approach.

Fourth, sources of information about educational institutions can be:

Printed media - specialized guides, manuals, newspapers and magazines, brochures, booklets;

Internet;

Television, radio;

Specialized exhibitions and educational fairs;

Territorial educational authorities (consumers sometimes simply do not know that this source can also provide relevant information);

Acquaintances, or other persons who studied (study) in the educational institution about which you need to get information;

Other sources.

Fifth it is desirable not only to perceive information by ear, to assimilate what is read, but also to have your own idea of ​​​​an educational institution through direct visual acquaintance with it. Any details matter: in which microdistrict the educational institution is located; what is the transport accessibility to it; what is located on the adjacent territory and what condition it is in (this is especially important when choosing kindergartens and schools); what classrooms (audiences), play and sleeping rooms (if it is a preschool educational institution), a library, a gym, a dining room look like; what material and technical equipment the institution is equipped with; what is the state of the educational and gaming (for preschool educational institutions) and educational and methodological base. In addition, if an applicant needs housing for the period of study, it should be clarified whether this educational organization has a hostel and what are the living conditions in it.

At sixth , it is necessary to pay attention to the duration (term) of the activity of the educational institution and the status of its founder (this is of particular importance for private educational organizations).

Sklyarenko Elina Olegovna

modern education identifies at least 7 types of schools (general secondary education options).

Traditional school. This type of school is focused on the transfer of ready-made knowledge. Each subject is assigned a strict number of subject hours. Such a school reproduces primarily the empirical type of thinking.

Specialized school(with an in-depth study of one or a set of subjects). This type of school is aimed at an in-depth study of a subject (for example, one or more languages, mathematics, physics, history, literature or physical education, etc.). This is most often achieved by increasing the number of exercises and study hours allocated in the curriculum for more detailed study of the material.

Gymnasium-Lyceum. This type recreates the academic level of education (style, form and method) that existed in the pre-revolutionary period and rightfully had high authority. Most often, institutions of this type significantly change their curricula by adding new subjects, usually in the humanities (philosophy, logic, culture, the study of ancient and several foreign languages, etc.) and try to involve high-class specialists in the teaching process (employees of leading universities, institutes, research centers). Parents should understand that many lyceums and gymnasiums overload curricula by introducing additional lessons of the appropriate profile, increase the hours spent by children (especially of primary school age) within the walls of the institution, which may affect the assimilation of educational material and neuropsychic overload of children. It is worth considering the fact that often, invited teachers, not being specialists in school education, try to give children as much information as possible, not taking into account their age characteristics.

School focused on one or more new education systems(Waldorf school, Montessori school, Zaitsev, etc.).

Developing school(D.B. Elkonin, V.V. Davydov). This type of school is a system that ensures the child's reconstruction of ideal patterns of action, the mastery of concepts from the point of view of the conditions of their origin. This system is most fully expressed in teaching junior schoolchildren mathematics, the Russian language and, fine arts. On these subjects, children, in special forms of interaction with adults and peers, carry out actions through which such products of spiritual culture as mathematical and linguistic concepts, artistic images were historically formed. As a result, they develop the foundations of theoretical thinking and creative imagination. Thus, developmental education is focused on the assimilation of an important, but not the only type of consciousness that is significant for this education system: scientific-theoretical and artistic as forms of theoretical consciousness. The system of developmental education actually provides an example of a cultural-historical type of school, although limited in goals and objectives and applicable only to teaching children of primary school age.

Historical and cultural school(from a school with a reinforced humanitarian component of knowledge to a school of dialogue of cultures (V.S. Bibler). This type of school represents a fairly wide range of schools - from educational institutions with in-depth study of humanitarian subjects to a school built within the concept of a dialogue of cultures. In most schools of this type, the historical vertical in the humanities is reduced to a process of sequential assimilation of knowledge about the history and culture of a particular period or civilization.The task of mastering historical types of consciousness and activity, as a rule, is not set in schools of this type.

Used literature: article “Cultural-historical type of school” Rubtsov V.V., Margopis A.A. and etc.

The right to education is one of the fundamental and inalienable constitutional rights of citizens of the Russian Federation. The foundations of the state policy in the field of education are formulated in the Federal Law "On Education" No. 12-FZ of January 13, 1996. In this document, education is understood as a purposeful process of upbringing and education in the interests of a person, society, state, accompanied by a statement by the student of the educational levels established by the state certified by the relevant document. Citizens of the Russian Federation are guaranteed the opportunity to receive education without any conditions and restrictions, regardless of gender, race, nationality, language, origin, place of residence, state of health, etc.

The implementation of state guarantees of the rights of citizens to education is ensured by the creation of an education system and appropriate conditions for its receipt. In the modern period, the education system is understood as a set of factors that ensure the implementation of its social functions: a network of educational institutions; educational standards and programs; a system of resource support - personnel, scientific, methodological, material, financial; organization of cooperation with other social and educational systems; control.

When reforming the industry, an increase in the powers of the constituent entities of the Russian Federation in the field of education was recognized. Particular attention is paid to the principle of regionalization of education, the features of which from the standpoint of its organization are: the totality of educational institutions in the region, providing the possibility of differentiating education in accordance with the interests of students; a set of training programs that reflect the scientific, cultural, demographic and economic characteristics of the region; the presence of a scientific and methodological school that generalizes the originality of the region's pedagogical experience. From the standpoint of resource provision, the regional system is the education system financed from the regional budget, and the municipal system is the system financed from the budget of the local self-government body.

In the conditions of the existing variable system of education in the country, many different types and types of educational institutions have arisen. In the early 1990s, the process of their creation took place spontaneously and the status of educational institutions was determined by each subject of the Russian Federation independently. However, the decision to create various types of institutions should be made in the presence of an appropriate material base, financial resources, trained personnel and training programs.

The content of education of a certain level and direction is determined by general educational and professional educational programs. General educational programs include programs of preschool education, primary general education, basic general education and secondary (complete) general education, they are aimed at solving the problem of forming a general culture of the individual, adapting it to life in society, creating the basis for choosing and mastering professional educational programs. Professional programs include programs of primary, secondary, higher and postgraduate professional education.

Taking into account the needs and capabilities of the individual, educational programs are mastered in full-time, part-time (evening), correspondence forms, in the forms of family education, self-education and external study. Activities of state and municipal educational institutions and the standard terms for the development of each of the programs are regulated by the Model Regulations on educational institutions approved by the Government of the Russian Federation. For non-state educational institutions, the Model Provisions serve as exemplary ones. An educational institution carries out the process of education, implementing one or more educational programs and providing the maintenance and education of students and pupils. According to their organizational and legal forms, educational institutions can be state, municipal, non-state.

The Civil Code of the Russian Federation classifies educational institutions as non-profit organizations, therefore their names should contain an indication of the nature of educational activities. Types educational institutions depend on the implemented educational program and, in addition to preschool, there may be:

general education, which includes three stages: primary general, basic general, secondary (complete) general education;

· primary, secondary, higher and postgraduate professional education;

additional education for adults; additional education for children;

special (correctional) for students, pupils with developmental disabilities;

for orphans and children left without parental care;

other institutions that carry out the educational process.

In order to ensure the accessibility and variability of education, the following types of institutions can be created: primary general education school; basic comprehensive school; middle School of General education; secondary school with in-depth study of individual subjects (a specific subject may be indicated: a foreign language, a profile in physics and mathematics or the humanities, etc.); lyceum; gymnasium; evening (shift) general education school; education Center; open (shift) general education school; cadet school.

The nomenclature of educational institutions in Russia also includes such a type of institutions as special educational institution for children and adolescents with deviant (socially dangerous) behavior. The types of such institutions also depend on the age and health status of pupils: a special general education school; a special (correctional) general education school for children and adolescents with developmental disabilities; a special vocational school; special (correctional) vocational school for children and adolescents with developmental disabilities.

The training of qualified specialists with secondary vocational education is carried out by educational institutions of secondary vocational education (secondary specialized educational institutions): technical schools (colleges, schools); colleges; technical schools-enterprises. The college provides an increased (compared with the technical school) level of students' qualifications, and in the technical school-enterprise educational and professional activities are carried out in accordance with the profile of students' training.

Institutions of higher professional education provide for the needs of the individual in acquiring higher education and qualifications in the chosen field of activity. This type of institution is divided into types: university - a higher educational institution whose activities are aimed at the development of education, science and culture through fundamental scientific research and training at all levels of higher, postgraduate and additional education in a wide range of natural sciences, humanities and other areas science, technology and culture; academy; institute.

The Academy provides training of highly qualified specialists and retraining of leading specialists of a certain industry from the field of science, technology, and culture. An institute is an independent university or structural subdivision of a university (academy) that implements professional educational programs in a number of areas of science, technology and culture.

Additional education is not mandatory. The main purpose of institutions of additional education for children is to develop the motivation of a person aged 6 to 18 years for knowledge and creativity, to organize meaningful leisure for children. Institutions of additional education for adults include institutions of additional professional education (advanced training), and the purpose of this type of institution is to increase the professional knowledge of specialists, improve their business qualities and prepare them to perform new labor functions. Free content, education and upbringing of children in preschool institutions and institutions of additional education is not guaranteed by the state, and financial support is provided for these types of institutions.

The education system also includes a wide network other institutions providing the educational process: scientific and methodological centers, medical and psychological

pedagogical services, services for technical supervision over the course of overhaul and construction of facilities, etc.

The owner of state and municipal educational institutions is the state represented by federal, regional and local governments and, accordingly, the basis of state guarantees for a citizen to receive education within the standards is state or municipal funding. Budget funds serve as the main source of financial support for spending on education in many countries of the world, including Russia. The need for budget financing of the education sector is due to the properties of educational services as a public good and their role in the socio-economic development of countries. However, the amount of budgetary appropriations cannot be determined solely on the basis of the requirements of practice. Any state regulation implies the establishment of a state order, subject to budgetary support, and social standards, expressed in kind and in monetary terms. The law determines that for the education system, the state order should include such parameters as the number of contingents of students, the state educational standard, and the norm of budget financing.

Structure of financial flows for the maintenance of educational institutions is classified by levels of budgets. The federal level includes three areas of allocation of funds: for the maintenance of federal institutions; for the implementation of federal educational programs; for educational subventions as part of transfers to regions in need of financial support. The regional and municipal levels are similar to the federal level and provide for allocations for the maintenance of local institutions and the implementation of their own programs. In cases where financing of institutions or activities is carried out from the budgets of different levels, the term "multilevel financing" is used. The concept of "multichannel financing" means that financial resources come not only from the budgets of various levels, but also from a wide range of extrabudgetary funds.

The modern period is characterized by a gradual transfer of responsibility for financing education from federal level to local. These processes affect the interests of vocational education institutions to a greater extent, since funding from the center hinders the achievement of flexibility and orientation of the training system in regional and municipal labor markets. The financing of educational institutions at the expense of enterprises and organizations has almost ceased. In the early 1990s, education expenditures accounted for 84% of all expenditures at the expense of budgets of all levels, and 16% were provided at the expense of enterprises.

The desire to transform the education system in its own interests encourages the private entrepreneurship system to open alternative non-state educational institutions and provide financial support to state institutions, which also have the right to independently choose educational programs and offer a wide range of educational services to the population on a paid basis. That is, the attraction of additional funds for the purpose of education can be carried out through the entrepreneurial activities of the educational institution itself and interaction with legal entities and individuals engaged in charitable activities in favor of the educational institution (sponsors).

The limitation of budget financing motivated educational institutions to expand the boundaries of their market activities, since a significant part of the funds from extra-budgetary sources is directed to wages and improving working conditions. In accordance with the Federal Law of the Russian Federation “On Education”, only those educational services that are not provided for by the main programs for this institution financed from the budget can be paid, and here the main forms of attracting extrabudgetary funds can be:

· training, retraining and advanced training of personnel in excess of the state order: under contracts with state authorities, local governments, enterprises and organizations, legal entities and individuals;

· research, production, consulting, certification activities, provision of expert, information and other services;

· formation of an effective and profitable system of education for foreign students, graduate students and trainees;

· gradual transition to paid use of social infrastructure facilities of educational institutions.

A stable and long-term non-budgetary source of financing can be income from the rental of vacant premises, while the necessary conditions for formalizing lease relations are the reliability and solvency of the tenant, without worsening the conditions for the implementation of educational activities.

The amount of charitable funds depends on the efforts of all participants in the educational process: the workforce, parents, and the public. A distinctive feature of this source is that the philanthropist himself, and not the beneficiary, determines the procedure for using the funds, while the institutions use the income from independent commercial activities at their own discretion. There is also such a source of funding as funds from international organizations transferred to educational institutions both on a gratuitous basis (in the form of charity) and for the implementation of international cooperation programs.

So, soon your child should go to the first class. You bought a bunch of reference books, studied the Internet sites of schools, asked your friends about where their children study. But already at this stage, you encountered the first difficulties, namely: what type (kind) of school to choose - a regular general education, private, or some other? Dilemma.

Previously, the choice of school was determined by how close it was to home. That is, the closer, the better: the child will spend less time on the road, get less tired, and it will be easier for grandparents to pick up their grandson or granddaughter after school if you work.

But now many parents are no longer satisfied with this approach: they want their children to receive a quality education, learn foreign languages, so that the school organizes trips abroad and the like. The list of requirements can be written for a long time. Will a public school be able to meet these requests? Or is a private school a better option? Or maybe choose a gymnasium with some kind of bias?

So, how to understand the variety of schools that are now in Moscow? In fact, everything is not very difficult - the main thing is to understand what different kinds schools are different from each other.

Let's look at their main types, which are most popular in Moscow.

1. Public schools

Public schools have existed in Russia for many years. They, as the name implies, are funded by the state, so education in them is free, which is their undeniable advantage. Another major advantage of such schools is the state control of the educational process: thus, you can be absolutely sure that the school program has been approved by the Ministry of Education of the Russian Federation. Usually these schools are close to home. The road to school can take the child 10-15 minutes.

The disadvantages of this type of school include low level teaching foreign languages ​​(not in all schools, of course), too large classes where the child cannot be given sufficient attention, often buildings and classes need to be repaired.

2. Private schools in Moscow

In these schools, accordingly, education is paid. School program is the same in state and, since this is a single state training program. The advantages of such schools include: a small number of students in classes, and, accordingly, an individual approach to each student, a high level of teaching due to the fact that private schools poach good teachers to yourself. And the main disadvantage is, of course, the high cost of training. But again, the quality of education depends entirely on the individual teacher. And in an ordinary public school you can meet an excellent teacher who not only teaches children some sciences, but also puts his whole soul into them.

3. Specialized Schools

In such schools, the curriculum may differ from the curriculum in public schools, as here special attention is paid to "major" subjects. Such schools include sports, art, chemical and biological, mathematical and other educational institutions. The most popular schools of this type are schools with in-depth study of foreign languages. In the first grade, the child begins to learn one language, and in grade 5 he is given a second one. Physics and mathematics schools are also in great demand. Here they teach mainly exact sciences, and humanitarian are held for common development. Of course, in the first grade, the child will not be allowed to solve complex problems. math problems. The goal of the teacher at this stage is to teach a six-seven-year-old child to think abstractly and logically and correctly express his thoughts.

4. Gymnasiums

Children can be educated here both free of charge and on a commercial basis. The education received in gymnasiums is considered to be of high quality and diversified. But the main subjects are usually taught at the same level as in a regular school. In gymnasiums, special emphasis is placed on additional subjects. Compared to private schools, gymnasiums rarely have classes with a small number of students.

5. Schools - boarding houses

If you work and just physically do not have time to pick up the child from school (not only do you need to pick up the child, you also need to help him make homework!), then this option is best for you. Usually boarding houses are not located in Moscow, but somewhere outside the city. Children live there five days a week, but in some schools they can stay on weekends, it all depends on the particular school and its work.